ERIC Number: EJ1323981
Record Type: Journal
Publication Date: 2021
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2332-8584
EISSN: N/A
Available Date: N/A
Formative Education Online: Teaching the Whole Person during the Global COVID-19 Pandemic
Kim, Deoksoon; Wortham, Stanton; Borowiec, Katrina; Yatsu, Drina Kei; Ha, Samantha; Carroll, Stephanie; Wang, Lizhou; Kim, Julie
AERA Open, v7 n1 Jan-Dec 2021
The COVID-19 pandemic, an unprecedented public health emergency, challenged higher education and threatened students' well-being in several ways. With the abrupt shift to online learning, were instructors able to maintain a focus on educating whole students, in addition to teaching subject matter? We answer this question by investigating "formative education," an approach to teaching and learning that emphasizes holistic development, exploring formative education online during the pandemic. This qualitative study investigates the strategies of 37 college faculty who provided successful formative education online. A cross-subject analysis of data from faculty interviews and supplemental materials (course artifacts, course evaluations, student interviews) uncovered three teaching approaches that faculty used to achieve formative education online: empathic (centering students' emotions), reflective (facilitating deep inquiry), and adaptive (having flexibility in meeting students' needs). These approaches could help instructors design online education that engages the whole person.
Descriptors: COVID-19, Pandemics, Holistic Approach, Student Development, Undergraduate Students, Graduate Students, College Faculty, Well Being, Electronic Learning, Online Courses, Distance Education, Student Needs, Empathy, Reflection, Learner Engagement, Educational Strategies
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts (Boston)
Grant or Contract Numbers: N/A
Author Affiliations: N/A